Tensions and Opportunities in Integrating Practice-Based Teacher Education and Socially Just Teacher Education

Session Type: Symposium

Abstract

In this proposed symposium, we present a set of papers that each address the challenges and opportunities of integrating a focus on practice with a focus on anti-racist teacher preparation. This session brings together teacher educators and teacher education researchers from several different teacher preparation programs in one state, each with a different positionality and lens on the challenges and opportunities of facilitating change at the program, institution, and state levels toward a more just, anti-racist, practice-based system of teacher preparation.

Across the papers, we seek to explore, both conceptually and empirically, the tensions involved in integrating practice-based teacher education with teacher education focused on social justice and anti-racism.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 09: Innovation and Policy Investigations in Teaching and Teacher Education

Chair

• Corey Drake, The Math Learning Center

Papers

• Reconciling a False Dichotomy: Seeing Practice-Based Teacher Education in Harmony With Social Justice Teacher Education - Kristin Doherty, Michigan State University

• One Step Forward, One Step Back: Progress Toward an Antiracist System of Practice-Based Teacher Education - Corey Drake, The Math Learning Center; Jungsoo Ahn, University of Michigan

• Collective Work on Problems of Practice in Antiracist Practice-Based Teacher Education - Sean Lancaster, Grand Valley State University; Kevin Dean Cunningham, Central Michigan University

• The Capacity for Equity and Antiracism Work Across Teacher Education - Sean Lancaster, Grand Valley State University; Paula Lancaster, Central Michigan University

Discussant

• Paula Lancaster, Central Michigan University